1

PBL Overview

Title: San Joaquin River Delta Project Est. Start Date:
February through May
Duration: 4
months
Teacher: Diana Chavez, Lana Best,
Anjanette McCormick, Courtney
Boettger
Grade Level: kindergarten
Content Focus: Science/Social Studies Other subject areas to be included: ELA, Math
and Art
Project Idea:
Summary of the
issue, challenge,
investigation,
scenario, or
problem
This project is an introduction to our unique Delta region. The students begin an
understanding of the environment and how they can start to help keep the Delta
alive and well. Many children as well as adults in our community do not realize the
relationship between protecting the health of the Delta and promoting the well
being of our community at large. This project serves to provide knowledge about
the Delta and the inherent value of protecting our natural habitats. Learning the
importance of protecting the health of the Delta insures a home for the native
plants and animals that rely on its water for their existence.
Essential
Question:
How can we protect the health of
the Delta and promote the well
being of our community at large?
Driving
Question
What does trash do to our Delta?


Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)

ESS3.A: Natural Resources
Living things need water, air, and resources from the land, and they live in
places that have the things they need. Humans use natural resources for
everything they do. (K-ESS3-1)
ESS3.C: Human Impacts on Earth Systems
Things that people do to live comfortably can affect the world around them.
But they can make choices that reduce their impacts on the land, water, air,
and other living things. (K-ESS3-3)
ETS1.B: Developing Possible Solutions
Designs can be conveyed through sketches, drawings, or physical models.
These representations are useful in communicating ideas for a problems
solutions to other people. (secondary to K-ESS3-3)

California Visual and Performing Content Art Standards:
Communication and Expression through original works of art
K2.4 Paint pictures expressing ideas about family and neighborhood.
California Visual and Performing Content Music Standards
Apply vocal and instrumental skills
K2.1 Use the singing voice to echo short melodic patterns
K2.2 sing age appropriate songs from memory

Common Core State Standards Connections:
ELA/Literacy
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some information about the topic.
(K-ESS3-3)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that
2
is not understood. (K-ESS3-2)
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional
detail. (K-ESS3-1)
Mathematics
MP.2 Reason abstractly and quantitatively. (K-ESS3-1)
MP.4 Model with mathematics. (K-ESS3-1), (K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-1), (K-ESS3-2)
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group, e.g., by using matching and counting strategies.
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has
More of/less of the attribute, and describe the difference.
K.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.

T+A E T+A E

21
st
Century
Skills and MPS
to be explicitly
taught and assessed
(T+A) or that will
be encouraged (E)
by Project work but
not taught or
assessed:
Make Sense of the
Problems and
Persevere in Solving
them
X Cultural Literacy and Global
Awareness
X X
Model with Math X Curiosity, Creativity and Risk-
taking
X
Look for and express
regularity in repeated
reasoning
X Personal and Social
Responsibility
X
High Quality Results with Real-
World Application
X


Presentation Audience

Culminating
Products and
Performances







Group:





Class Field trip where students see,
touch and interact with community
services that have direct links to our
Delta.
U.S. Fish and wildlife net in
organisms from delta water and talk
about the importance of these to our
ecosystem and the impact of pollution
to animals/fish of the Delta
Stockton East Water District- water
conservation and ideas for students to
become better water conservators.
Class

X
School

X
Community
X
Individual:
ABC Book- Students create, share and
read their book to their upper grade
classroom buddy. Each student gets a
letter and creates a Delta related
object that they can draw and describe
Experts


Web


Other: Buddies X
Project Overview
3

Entry event
to launch inquiry,
engage students:









Outline or
Conceptual
Flow
Include assessment
points:







Student
Presentations
(Project
Presentation
Audience
Feedback Form,
done whole class
after each
presentation with
teacher support)
















Informal
assessment,
brainstorming
ideas for
conservation and
recycling


Student
presentations
(Rubric given for

Entry Event
After learning about natural resources students work together to cut out
pictures from magazines that match or are directly related to their selected
natural resource.
1. What natural resource did you select?
2. Why did you choose that one? Do you feel it is more important than any
other natural resource?
3. Why did you select the pictures for your natural resource, what is their
connection?

Outline:
1. The Earth is full of natural Resources(K-ESS3-1)
A. Living things need water, air, and resources from the land (K-ESS3-1)
a) Living things cannot survive without food
b) Living things cannot survive without water
c) Water pollution affects the condition of the species in the Delta
B. They live in places that have the things they need. (K-ESS3-1)
a) Fresh water is near
b) Local agriculture
c) Climate
C. Humans use natural resources for everything they do. (K-ESS3-1)
a) Humans depend on Earths resources
b) Humans use soil to grow food
c) Humans use wood to burn for heat or to build shelter
d) Some resources are renewable
e) Some resources are nonrenewable (water, coal, fossil fuel)

Entry Event
After reading a book about the Earth and its different components students will
create a clay model of the Earth.
1. Name the 3 layers of the Earth (core, mantle, crust)
2. The crust is the surface of the Earth, where we live, is this part mostly
covered with land or with water?
3. The Earth is mostly covered with which type of water? (fresh/salt)

2. Human Impacts the Earth and its systems (K-ESS3-3)
A. Things that people do to live comfortably can affect the world around them.
(K-ESS3-3)
a) Hazardous materials can hurt the world
b) Trash can harm the land and animals
c) Wasting water

B. People can make choices that reduce their impacts on the land, water, air,
and other living things. (K-ESS3-3)
a) The regulation of pumps help restore and maintain local fish
populations
b) Conservation of water
4
criteria of
invention,
students help
assess the
inventions)



Student
Presentations

c) Recycle and reuse materials

Entry Event
After lots of discussion and research, students will create a poster that lists
some ways we take care of our Earth.
1. What do the 3 rs stand for? (reduce, reuse, recycle)
2. Write/ Draw 4 ways you take care of our Earth (clean up trash, recycle
most of your trash, turn off water when brushing and showering to save
water)

3. We can develop possible solutions (K-ESS3-3)
A. Designs can be created for solutions (K-ESS3-3)
a) Recycling bins
b) Trash cans available
c) Group clean ups

B. Designs can be conveyed through sketches, drawings, or physical models.
(K-ESS3-3)
a) Create an invention that destroys trash from our delta waters
b) Conservation posters; draw four ways we care for our Earth


C. These representations are useful in communicating ideas for a problems
solutions to other people (secondary to K-ESS3-3)
a) Present to others
b) Interview adults
c) Interview community workers





Assessments
















Formative
Assessments
(During Project)
Quizzes/Tests X Interviews

X
Journaling/Learning Log X

Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams


Summative
Assessments
(End of Project)
Written Product(s), with rubric X Other Products

Oral Presentation, with rubric X Peer Evaluation
X
Multiple Choice/Short Answer
Test
Self-Evaluation

X
Essay Test Other



On-site people, facilities
Kindergarten Teachers, Principal, Classroom Aide, ELD staff, Librarian, Title
1 staff, RSP staff, resource officer, custodians, transportation, Multi-purpose
5
Resources
Needed
room, Library, computer lab
Equipment
Computers, Library books, Video camera, projector, camera,
Materials
Clip boards, pencils, paper, Various art material,
Community resources
US Coast Guard, SJ County Sheriff Water Rescue, US Fish and Wildlife,
Stockton East Water District, UC Davis extension Master Gardeners, Local
bee keepers, and local farmers.

Web Links

References
1. http://www.nap.edu/openbook.php?record_id=13165&pa
ge=191
2. Earth Science Literacy Initiative. (2010). Earth Science
Literacy Principles: The Big Ideas and Supporting
Concepts of Earth Science. Arlington, VA: National
Science Foundation. Available:
http://www.earthscienceliteracy.org/es_literacy_6may10
_.pdf[June 2011].
3. National Geographic Society. (2006). Ocean Literacy:
The Essential Principles of Ocean Science K-12.
Washington, DC: Author. Available:
http://www.coexploration.org/oceanliteracy/documents/O
ceanLitChart.pdf [June 2011].
4. University Corporation for Atmospheric Research.
(2008). Atmospheric Science Literacy: Essential
Principles and Fundamental Concepts of Atmospheric
Science. Boulder, CO: Author. Available:
http://eo.ucar.edu/asl/pdfs/ASLbrochureFINAL.pdf [June
2011].
5. U.S. Global Change Research Program/Climate Change
Science Program. (2009). Climate Literacy: The
Essential Principles of Climate Sciences. Washington,
DC: Author.
Available:http://downloads.climatescience.gov/Literacy/
Climate%20Literacy%20Booklet%20Low-Res.pdf [June
2011].
6. Cal Recycle-Education and the Environment Initiative: The EEI
units will enable you to incorporate rich and engaging
environment-based science
And history/social science lessons into your instruction
http://www.californiaeei.org/CoreGuides/default.htm
7. Bay Model Visitor Center, a working hydraulic model of the San
Francisco Bay and Sacramento - San Joaquin River Delta
System. The Model provides scientists, educators and citizens
interested in San Francisco Bay and the Bay - Delta Model a
unique opportunity to view the complete bay-delta system at a
glance.
http://www.spn.usace.army.mil/Missions/Recreation/BayModelVisitorCe
nter.aspx



Reflection
Methods


(Individual, Group,
and/or Whole Class)
Journal/Learning Log X Focus Group

Whole-class Discussion X Fishbowl Discussion

Survey Other


6
Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(To successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to:
Know and understand that living things need
water, air, and resources from the land.

Student needs to be able to:
Students will ask questions to be able to get
information and clarify things that are not
understood.
Student needs to be able to:
Know and understand that what people do to
the land to live comfortably can affect the
world around them.


Student needs to be able to:
Students will compose informative text in
which they name what they are writing
about.
Student needs to be able to:

Know and understand that people make
choices that can reduce their impact on the
land, water, air, and other living things.



Student needs to be able to:

Students will count and use cardinality when
observing and describing the Delta. Students
will solve addition word problems relating to
recycling.


Questions to be Provided by the Project Teacher
(to successfully complete culminating products and to do well on summative assessments)

Teacher asks questions to recall facts, make observations, or
demonstrate understanding:
A
What do you remember about what living
things need?
How do humans use natural resources of the
Delta?
Can you recall what animals live in the Delta?
Teacher asks questions to summarize, analyze, organize, or
evaluate:
C
What do you think are some reasons/causes
that humans altar our Earths resources?
What evidence proves that humans have both
positive and negative impact on our Earth?
What changes to natural resources would you
recommend?
Teacher asks questions to apply or relate:

B
Where will you use the knowledge you have
learned about the Delta?
Who could you interview about our Delta?
How could you apply what you know about our
Delta to alleviate pollution?


Teacher asks questions to predict, design, or create:
D
How would you design a plan for people to
make good choices to reduce their impact on
the land?
Can you see a possible solution to garbage in
the Delta?
What type of invention can you create to
destroy all the trash in the Delta?
What new and unusual uses would you create
for the waste?


Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?



7
Lesson # 1A (7 days)
Teacher models and instructs about various natural resources. Students then pick
one natural resource to research. Groups look through magazines to find pictures of
evidence of how humans use the natural resource, e.g. water is used for drinking,
pleasure (swimming, rafting), agriculture, animals, etc. Students then present their
findings to the class as a presentation.
EL Strategies: Teacher models what some possible evidence looks like for their
selected natural resource. Define natural resource, Natural resources are materials
from the Earth that are used to support life and meet peoples needs. Create a list
and pictures of what each natural resource is
Intervention Lesson Focus: N/A

Lesson # 1B (7 days)
Is Water a renewable or nonrenewable resource?
Teacher begins lesson by defining what renewable and nonrenewable resources are
and giving examples of each. Teacher will show the video clips of various types of
energy. Then students are asked to discuss/argue whether they believe if water is a
renewable or nonrenewable resource. The teacher will guide and support both
groups. Students will have to prove their argument with facts that they collect with
teachers support. Students will create a poster with reasons why they believe water
is renewable or nonrenewable. Teacher will assist groups in sharing their
information.
EL Strategies: Vocabulary: Renewable resources are those natural resources that
can be replenished at about the same rate at which they are used. Renewable
resources, however, can be depleted if not properly managed or conserved.
Nonrenewable resources are those natural resources that are depleted more quickly
than they can regenerate. Once mined and used completely, nonrenewable
resources are gone forever.
http://youtu.be/1-g73ty9v04 energy lets save it
http://youtu.be/wX2wrXwe8ZM school house rock - energy

Lesson #2 (over the course of the unit)
Students begin to write about the Delta by, journaling our experience having to do
with our study of the delta. Students write and describe what they saw and what
they know about the various animals, plants, or objects we observed. Students
continue to journal about different aspects/ experiences they have had about our
Delta unit.
Possible journal entries; What types of trash did you see in the river?
What types of things did the biologist net in from the river water?
If you could create an invention that would destroy trash from our delta waters,
what would it look like?
EL Strategies: Key words lists with pictures and idea starts with lots of teacher
modeling.
Intervention Lesson Focus: N/A

Lesson # 3 (1 day) Art
Directed draw of an Egret, students follow teachers directions to create/draw a
common bird found in our Delta. (Egret which is part of the Heron family) Informal
8
assessments of position words and shapes, play a factor in this lesson.
EL Strategies: Following visual directions, teacher modeling and support. Student
seating arrangements a factor.
Intervention Lesson Focus: N/A

Lesson #4 (4 days over the course of our unit) Art
Watercolor maps beginning with the biggest to smallest. Students watercolor a map
of California. We talk about our state and the various landmarks that make our state
special.
Students then watercolor a map of various landforms. We spend some time
discussing what they are and how they affect our area. Last students watercolor a
map of our 1,000 miles of Delta River water-ways. We spend an extensive time
discussing the various islands and agricultural qualities of each.
EL Strategies: Following visual directions, modeling by teacher.
Intervention Lesson Focus: N/A

Lesson # 5 (10 days)
Describe in various ways what our Earth looks like and the amount of water we
have on our planet and how this effects us all. Students create an Earth clay model of
our Earth with the different levels (core, mantle, crust). Students begin to see that
our earth is covered with water but most of this water is ocean water, which is not
drinkable. Teacher models an experiment where an empty 2-liter soda container is
filled almost completely with water and then only a small amount of cooking oil is
added. This model shows students the difference in amount of ocean water to
drinking water. Students learn about the water cycle, using the water cycle boogie
song. It teaches the cycle of precipitation, evaporation, and condensation. We talk
about how water gets to our homes using pipes and companies that provide these
services.
EL Strategies: Clustering/ Webbing/ Mapping, group discussion, pairs, small groups,
graphing.
Intervention Lesson Focus: N/A

Lesson #6 (1day)
Create aluminum foil boats, students build a boat, estimate how many bears could fit
in the boat without sinking it, and then test their hypothesis.
EL Strategies: Teacher models, step-by-step visuals charted on board
Intervention Lesson Focus: N/A

Lesson #7 (15 days)
Conservation of natural resources. Students learn about the 3 rs reduce, reuse,
recycle. Students learn about how animals are impacted by pollution. We talk about
ways we can reduce pollution in our community. Draw four different things that we
can do to take care of our Earth and share them with someone at your home. Create
posters to place around our school about the importance of reducing and recycling.
EL Strategies: Open mind diagram, whole class chart of student response to
reducing waste, modeling and teacher support.
Intervention Lesson Focus: N/A

9
Lesson #8 (10 days)
Create an ABC book, which contains all things related to what we have learned in
our Delta projects. E for Egret a bird native to our Delta waters.
EL Strategies: Teacher support and modeling

Lesson# 9 (2 days one at beginning of unit one at end)
Walk to the levee, down the street from our school. Students have clip-boards with a
sheet of animal, plants and other objects that we may observe. Students tally/count
each thing they see on our walk.
At the end of the unit we return to the levee and discuss how things have changed.
At this time we compare our original numbers, did we see more or less of a
particular animal or plant.
EL Strategies: We use a KWL chart to describe what we know and what we want to
know and then continue the chart throughout the unit when we learn something
from our list.
Intervention Lesson Focus: N/A